Social Justice and Political Change: Public Opinion in Capitalist and Post- Communist States.

Social Forces ◽  
1997 ◽  
Vol 75 (4) ◽  
pp. 1507
Author(s):  
L. Richard Della Fave ◽  
James R. Kluegel ◽  
David S. Mason ◽  
Bernd Wegener
1997 ◽  
Vol 26 (4) ◽  
pp. 474
Author(s):  
Karen S. Cook ◽  
James R. Kluegel ◽  
David S. Mason ◽  
Bernd Wegener

2020 ◽  
pp. 216747952098188
Author(s):  
Michael L. Butterworth

Jeff Kurtz offers a substantive response to my essay, “Sport and the Quest for Unity.” Although he takes seriously my claims that “unity” is too often used within sports as a rhetorical means for eliding important cultural, political, and social differences, he also responds by suggesting that I tacitly endorse claims to unity when made on behalf of social justice causes. Moreover, he contends that the unity modeled by social justice advocates is “suffocating” and thus stifles legitimate differences among and between those who would seek political change. I reply in this essay by clarifying what I think is a misreading of my original argument. More importantly, I point to potential consequences of Kurtz’s argument, which I maintain over-reads the degree to which unity has been performed and implies a false equivalency between institutional forms of power and those making the case of justice.


2014 ◽  
pp. 143-153 ◽  
Author(s):  
Marianne Robin Russo

It should be understood that the importance of adult education is to illuminate the current context in which the adult functions. This adult frames directly linked with the construct of social justice. Adult education is examined under two frames: (a) Merriam and Brockett (1997) who define adult education as “…activities intentionally designed for the purpose of bringing about learning among those whose age, social roles, or self-perception define them as adults” and, (b) Horton's philosophy developed under the Highlander Folk School. Understanding this correlation of adult education within a social-political phenomena, the nature of adult education may belong to a wide-ranging spectrum of teaching and learning in terms of: (a) media messaging and the rhetoric that may be inculcating adults, ultimately swaying public opinion; (b) adult messaging and totalitarian implications; (c) adult education and the state; (d) knowledge of history; (e) the history of adult education and how it has been instrumental in social justice; and (f) what adult education, inclusive of adult educators, must do to mitigate class hegemony.


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